Monday, April 29, 2019

TOD - Neuroscience of Self Care by Kathryn Berkett

Neuroscience of Self Care 

Kathryn Berket

Putting yourself first - why we need to

We are working with higher level of anxiety in students. We need to learn to stay calm. Be kind to yourself.

Red/ Green brain & the sand brain concept
Green brain you an be rational
Red brain is reactive.
If you put 1 piece of sandpaper on your hand. the next sandpaper, then

If you have a sandpaper, you need to acknowledge that
Red brain friendly  staff rooms are very important.

If you feel red brain give yourself a break.It doesn't take much to sandpaper us.

The flight / flight response
Eg- Activating the stress Response
You loose your car keys - When your stressor increase, the increased chance going to die.
when we are in our red brain, we can 't switch off , the flight / flight response is activated.

Perfect Practise makes Perfect
Identify what calms you
Do that until you create a physiological calm state in your body.
Condition this moment.
Practice, Practice, Practice.

Deep Breathing
We need to teach ourselves, our kids to deep breathe when we are getting stressed. When you feel a sandpaper, reset yourself .

How to Keep the Survival Brain Calm

Some     See me......
Boys      show me! Belong

The Mind Lab - Digital Technologies in the NZ Curriculum

Digital Technologies in the NZ Curriculum

The Technology learning area has been revised to strengthen the positioning of digital technologies in the New Zealand Curriculum and Te Marautanga o Aotearoa. 

Creating a common Language across the school

Writing an Essay

How is writing currently taught in schools?
Reliance on English
Texas & Planning template
Journal writing
Common approaches across primary school
Hard to reach consensus.

HGHS did a survey - Had 10 mins to write a piece of writing
What the data revealed? 
The data analysed - the girls can write but not writing with accuracy & fluency. They could only write in simple full sentences. Every student had 16% f their sentences not full sentences. They were not using punctuation, variant beginning sentence.

What do you want your students to know and be able to do in writing?
Some basic rules and proof reading.

Year 9 - Framework
Entire piece of 350 - 400
Introduction - 3 sentences
2 paragraphs - linear, compare & contrast
Summary - 4 sentences

Every year level had sentence focus 
Year 9 
The simple sentence
The very short Sentence
The Red, White and Blue
The Adverb Start

General Writing all levels
Get students to edit their own work- they should
Fix grammar. Capitals!!
Correct spelling, including key subject terms.
If the sentence is over 2 lines typed

Do things in bits rather than bombarding with too much of information, nothing over whelming.

TOD - HGHS - Dr Melinda Webber

Optimizing Maori Potential

Melinda is a former Fullbright / Nga Pae o te Maramatanga Scholar who has published widely on the nature of Maori identity. Melinda's research examines the ways race, ethnicity, culture and identity impact the lives of young people, particularly Maori students.

Every community has its own distinct identity, their own whakapapa. We must celebrate the whakapapa of maori students. We need to make them feel that their iwi is distinct. Maori students need to flourish.

Stereotype Threat - is often an unspoken fear, can influence academic performance. It effects physically, they sweat, have goosebumps.
Numerous research shows the smart children who want to do well and prove themselves are stereotypes. They start thinking either they stop being maori or stop being smart to feel and be normal. Maori students are always multi tasking which leads to stress and failure. They need access to programmes of learning that affirm and promote Maori theories & Maori knowledge. 

Maori identity/ success looks like -
How do Te Arawa define Maori student success?
In what ways do Whanau, teachers and the wider Te Arawa community foster conditions that enable success to manifest?
How is mana enacted by Te Arawa students? To what effect?
Ask your students who inspires them, their role model. Describe five words to describe them.

What are the qualities of success( 8 special No)
1. A positive sense of maori identity.
A belief in and knowledge of one's self;strength of character, strength of personality; a strong will; boldness and a tendency to take risks.
Resilient to negative stereotypes.

2. Patience, commitment and a sacrifice of time and effort; an ability to overcome difficulties; resolute confidence often balanced witha quiet, unruffled calm.
Application to school & work
Self motivated

3. Successful Maori students learn how to nurture strong relationships
The ability to sustain relationships that are premised on a balance of assertiveness and warmth 
( manaaki) because this provides sustenance for the inner person.

4. Successful Maori students are curious and innovative.
An enquiring mind which probes , draws conclusions and makes associations; an exploratory orientation that is exploited in social.

5. Successful Maori students look after their wellbeing
Attention to physical, spiritual and mental health needs.

6. Successful Maori students are committed to advancing their own knowledge. They are scholars who know where they want to go and persevere to achieve their goals.
An aptitude for things scholarly and a commitment to excellence and evident. A intrinsic desire to learn and an innate curiosity.
Maori students success is the whole community success and students failure is community's failure.

7.Successful Maori students possess humility.
A quality which is often a cultural point of difference because i is about service to others, generosity of spirit and putting others before the self.

8. Successful maori students understand core Maori values
An ability to model the most meaningful qualities in Maori culture, portrayed by way of aroha (love)
Manaaki (care) and wairua ( spirituality)

The Mana Model

Mana Tangatarua - The skills, knowledge and confidence to navigate success in two or more words.

Mana Tu - Efficacy, courage, humility, tenacity, and resilience.

Mana Motuhake - A positive maori identity and a sense of embedded achievement. 

Mana Ukaipo - Belonging and connection to place.

Mana Whanau - A belief that they occupy a central position of importance in their whanau

Wednesday, April 3, 2019

Seed Learning By Lisa


Seeds is not a programme, its bunch of tools.

Spelling should not be a seperate programme but need to have explicit decoding programme.

Literacy side set up in progression - check with rhymes, blending, splitting and finally phonemes.

Need to expose the kids to all sounds just not the one on  the alphabet card. There are 42 - 45 sounds.

We use  3 ways to do decoding -   with you,  preview, review

Put your finger on the picture that starts with the same sound as the word i say , put your finger on the pic that has the same sound at the end as the word i say.

what sound is the spelling ? rather than what sound does the letter o makes.
Teach the sound first then the alphabet.

In the beginning just introduce c not k as it confuses them. only use k when it is followed by the e

O sound  'a' after w pattern - Wash, watch, wand, wallet, wasp.
o sound 'o '  - lock, spot, pond, frog

Boss the sentence - change who, what, where , when in a sentence and have different sentences with the same word. Manipulate with the words.strip it, rearrange it ,  re order it, sharpen it. do it until they get it.

Wednesday, March 27, 2019

Wiremu Puke PL

Wiremu - The History of Kirikiriroa

Stories about our place:  Turangawaewae
How to impart these stories to our children, giving our Hapu a real sense of place.  This is Wiremu's passion.  He is a researcher at Waikato University.

One of the main reasons people first settled in Kirikiriroa was because of the fertile land.

"I cross the smooth belly of Kirikiriroa.  It's gardens bursting with the fullness of good things" - it is thought, this is where 'Garden place' gets its name from as this site was on the riverside near Garden Place.

Near Grey street, there was a burial site.

Kirikiriroa means a gravel patch, the soil is good which is where Kirikiriroa gets its name from.
Kirikiriroa pa site is on the river on the shop side where the land wars happened, Governor Grey declared war on Māori on 13th July 1863.   Kirikiriroa lost the most land in Aotearoa. The lands by the Pa were confiscated in 1863, Māori took their Pa to Hukanui where it still stands to this day.

Five Cross Roads - used to be a large Kahikatea forest.  It was a primary source of food.

Toki taputapu - Greenstone

This is the largest greenstone measuring over 68.8 cm in length, it was discovered near the Fairfield Bridge in 1924 which now resides in the Auckland Museum.

Most Pa are built on headlands because of the steepness of the sight, also springs flow.

There were thermal springs near Kirikiriroa Pa.  They are still underground and active today.

Traditional food gathered around our surroundings:  Koroi - Kahikatea berries, Tawa and Hinau, these were soaked in baskets in fresh flowing streams in order to remove toxins.

Harakeke (flaxes) - nectar gathered from flax, it is also an invaluable source of fibre material vital for everyday domestic uses.  Tikouka, Mauku and Tipore - The roots of these trees were baked in large Umu for up to three days.  The Tipore was grown in order to provide a sweetener Its fibre was pounded and juice extracted.  Pikopiko - could be likened to asparagus. 

The term 'Hangi' wasn't traditionally used,' Umu' was used, the word Hangi is a new term which means 'cooked'.  There are different types of umu as well, there are connections between our Pacifika neighbours.

Maeroa gets its name from its freshwater springs. 

Wednesday, January 30, 2019

Developing an Effective Writing Programme - 30th Jan 2019

Developing an Effective Writing Programme

by Sheena Cameron &Louise Dempsey

Developing an Effective Writing Programme

Lipogram-  Ask children to write a sentence about an image, not using a specific letter for eg the letter 'e'

Discuss purpose and audience with students before writing.

Support students to transfer their knowledge toolkit to new writing purposes.
Learn about the knowledge toolkit during reading
Older kids- Looking at authors writing while shared reading, introduce the book and ask them what they expect from that text, what kind of text it is, different features. The first sentence how the author hooks you in? , punctuation, Sentence starters. Shares reading is a great approach.
Younger kids - while reading notice titles, capital letter, full stop, wow words, bossy verbs, time connectives. Read the sentence and clap at the full stop.

Punctuation is a courtesy to our readers. It helps them to tell what the writer is trying to tell. 

Spellings - Routines around spelling ( know to listen to the sound, underline the spelling mistakes, find the resource and fix it.Word choices very important.
Editing- Model the process explicitly as children cant see that in a book.Need to show them.

Positive Class environment

The physical environment of the class helps children, put writings or charts where they can read from.
Be encouraging from day 1 even though the kids say they can't write. t!'st week make them write at least 1 sentence, get them in a routine to write. 
Set the noise level.

Don't rescue the lower group all the time. Plan to spend time with every group at a time. You can't guide 20 students in 20 minutes. 1 group is achievable. 
Roving is powerful and saying have you got this in your writing and praising them would make the kids learn better.
Don't try to do too much, do few things until they are embedded.
Long feedforward for next time to the kids doesn't work as they forget what to do next time, better to show them then.

Writing Groups
Mixed ability groups- Set days for groups.
Mixed ability during writing and then pulling in an ability group.
Grouping children according to their needs- capital letter, spacing, sounding, punctuation, sentence starter group.
Have a week in between to share and celebrate their writing.

Other Writing Forms
It is good for children and for us to do different forms of writing like a newspaper report, comics and plays. Keep your text styles short. 

Refer for fun and silly ideas to the book. 

Image result for once upon slime

One chunk in a day, there's another for another thing. Less is more, leave kids with clarity. By keeping it shorter you allow yourself more time to review and kids learn more that way. Be comfortable with the idea that not everyone will finish. Lesson wrap up - how did we get on, it's good to know how the lesson went - this way know the needs and requirements of the students and are able to plan for the next day. 

Chunk the task

Plan your lessons in chunks, which is achievable.

let the kids plan

Chunk, write first two paragraphs

Chunk, explanation(teacher modelling and kids doing)

Day 4- 
Chunk - editing 
It is a good idea to chunk the idea when you start the new type of writing. 

Does not need to do big activities like going to the zoo. 
Best writing for kids would be something that they can relate to. 

Teachers can do an impromptu drama act using rich oral language and getting the children to experience the learning. It gets the kids moving, unlock their imagination, which supports their understanding of their writing.

Choose your own topic
Let kids choose their own topic for writing sometimes, AT the start of the year brainstorm some ideas about what they would like to write about at the back of their books. On Monday they can write from the list, rather than recount writing all the time.

Clear criteria and challenge
Learning intentions set the scene. Success criteria (checklist) unpacks it. Block sometimes publish their writing and celebrate it. Good idea to follow the same planning template every day, they will gradually learn to add a lot of variety to the same format.

If you have an active main goal, you can add two things to the criteria. 
Icons/symbols help remind children about the success criteria. Encourage to add details not just actions.  

Start with dialogue
Start with an action 
Start with a beautiful description

When the student has finished writing teach them to self-check by reading to themselves in a quiet voice, spot three mistakes. Keep it simple and same for the next three weeks, until they have mastered self-check. After this, introduce partner check. Children can put their initials after they have done self-check, even the partner out their initial after doing partner check. Children can fix their mistakes using another coloured pen. Use a highlighter to highlight the success criteria. Reward the child for working hard on their goals. Partners can help to make the last sentences as a super sentence. 

Recommended Books & websites